Parental+&+Community+Involvement

 Introduction
 * Chapter VI **
 * PARENTAL INVOLVEMENT **
 * By Bu & Christian **

Many studies show parent involvement in children’s education and learning experience is positively related to achievement. One of the many struggles schools have regarding parental involvement is the language barrier. Language barrier between immigrant parents who have very limited English language skills and staff members makes it difficult if not impossible to be involved. Usually, the only correspondences the schools have with parents who don't know English are letters sent out in different languages. For example, a newly immigrant Chinese student was clearly not adjusting well to his new learning environment and new language, but the teacher was not able to communicate her concerns and ideas on improving his learning experience beyond the classroom to this student’s parents. Because of these barriers though, there are many parents who are not well informed regarding different resources offered or their role as a parent in their child’s learning experience at school. Enabling parents to be informed decision makers for their child’s education is the ideal outcome. Educators and administrators of schools should be aware of the staggering differences parents’ involvement makes on the student’s educational achievement. The following articles will address the importance and the positive effects of parental involvement in their child’s educational achievement especially for parents of bilingual children or English Language Learners


 * MAIN POINTS**

1. Students with involved parents are more likely to: earn higher grades and test scores, and enroll in higher-level programs; pass their classes and earn credits; attend school regularly; gave better social skills, show improved behavior, and adapt well to school; and graduate and go on to postsecondary education.

2. Cultural and parental values of education influences students’ performance and motivation at school. Cultural values always play an important role in the educational achievement of Chinese students.

3. One of the programs "Parent Institute for Quality Education (PIQE)" was established in California aims in; Establish and maintain a supportive home learning environment, Communicate and collaborate with teachers, counselors, and principals; Navigate the school system and access its resources, Encourage college attendance; Identify and avoid obstacles to school success; and Support children’s emotional and social development. This program was taught in 16 different languages provided in the parents’ primary language by instructors trained by PIQE. This shows that parent involvement program aimed at educating parents regarding these issues are effective in improving student's academic achievement.

4. Many parents of ELL students experience tremendous isolation from other parents in their communities because of language barriers and cultural differences. Because of this, they will lack sufficient information to what they are entitled to and different resources about schools and the importance of collaboration with educators.

5. Providing parent with insights about the home (native) language use and the second language preferences of families.Home and school interactions are embedded in a complex society so that our goal as educators, and parents should be to gain insights about ways of enhancing the current and future educational possibilities of young linguistically and culturally diverse children.

6. Parental involvement provisions, the new ESEA/NCLB legislation articulates three fundamentals concepts: Parents have the right and responsibility to: a) be informed of the connect and quality of their children's education; b) to participate in decision making and learning at the school and c) to make educational choices in the best interest of their children. Ultimately, schools that include the legal requirements as part of a larger effort for establishing effective parental partnerships are more likely to improve school-community relationships, the school environment, and the academic achievement of their students.

7. Bringing up children bilingually may take years or decades to accomplish. Family contexts in which LM children are brought up may vary greatly, and it is impossible to prescribe exactly what LM parents should do in bilingual upbringing. However, even for those parents who don't know anything about English or their L2, their attitudes toward L1/L2 and the cultures will have an important impact on their children's view about and the process of becoming bilingual, because parents' opinions are embodied in parent-child interactions in every facet of family life. Though this was only a case study and just the beginning of a child's long journey of becoming bilingual, it is hoped that it could enhance the awareness of LM parents about our importance in our children's bilingual education at home.

8. Something as basic to American parents as reading to their children is an uncommon practice in culturally diverse populations. The importance of reading to their children has to be emphasized and modeled for these parents. Increasing involvement of parents of ELL students can be encouraged in numerous ways: 1. Make parents of ELL students feel welcome at school. 2. Hold parent education and reading workshops specifically for the parents of ELL students. 3. Recognize that language can be a barrier for parents. It would be helpful to have someone who speaks the other language readily available to assist when needed. 4.The requirement of strict school attendance during the school year will improve student attendance and fewer families will take prolonged vacations during the two-week winter break. 5. Translate school documents. having parents involved in school activities will help ELL students.


 * MAIN POINTS**

Beatriz Arias, M. & Morillo-Campbell, M. (2008). “Promoting Parental Involvement: CHALLENGES IN CONTESTED TIMES.” The Great Lakes Center for Education Research & Practice. Retrieved on February 15, 2009 from [] This article analyzes factors that inhibit parental involvement with schools- parental involvement can depends on the parents’ views of their role and the schools’ efforts to promote parental involvement in ELL communities. This article also discusses the barriers parents have with being involved in their child’s education such as lack of English language proficiency, parental educational level, and disjuncture between school culture and home. Studies have shown parental involvement in a child’s education leads to higher academic grades, better school attendance, and reduced dropout rates regardless of socioeconomic background or ethnicity. Ways of addressing parental involvement barriers were addressed to increase parental involvement such as the “Parent Institute for Quality Education (PIQE).” (BU)

Davies, D (1996) Parental Involvement under the New Title I & Title III: from Compliance to Effective Practice. Northwest Regional Educational Laboratory Better Education for Students and Teachers Act Cong. Rec, Vol147, 107th Congress, pp. S5869-5862. Retrieved February 2, 2009 from: [] The article focuses on parental notification provisions of ESEA frame the parental role as one of knowledgeable decision maker and active partner in their child’s education. The law recognizes that in order for parents to make informed decisions about how to further their child’s success, they must be aware of his/her learning environment, able to interpret information about academic programs, In addition, able to evaluate in understandable terms the achievement of their child and the school. (Christian)

King, K. & Fogle, L. (2006). “Raising Bilingual Children: Common Parental Concerns and Current Research.” Center for Applied Linguistics (CAL). Retrieved on February 15, 2009 from; [] Study help pediatricians, speech language pathologists, classroom teachers, and other professionals who work with bilingual children and their parents understand common parental concerns related to bilingual childrearing and become familiar with the current science on bilingual child development. Some of the misconceptions addressed in this article include; parents believing that bilingualism results in language delay and the fear that using two languages will result in confusion for their children. Overall, this article recommends parents to encourage bilingual children to use both languages at home. (BU)

Li, X. (1999). How can Minority Parents Help Their Children Become Bilingual in Family Context. University of Hawaii. Retrieved February 2, 2009 from: [] The article focuses on Language Minority (LM) parents who communicate on a daily basis with their children have a crucial influence on the development of their children's bilingualism. It is better for them to take initial actions to enable their children to develop both their first language (L1) and second language (L2), and to get together with the two respective cultures, rather than wait passively for schools and communities to reach out to them. (Christian)

Prosise, Dr. R, (2008) Success with English Learners: Parental Involvement is Essential. Article: Our Children (The PTA National Magazine) Retrieved February 2, 2009 from: [] The article focused on the Increasing involvement of parents of ELL students can be encouraged numerous ways and to make parents of ELL students feel welcome at school. There has to be the sense that staff, beginning with the principal, wants them involved in school. Hold parent education workshops specifically for the parents of ELL students. The workshop presenters will demonstrate effective techniques for reading to children, as well as tips about helping and supervising homework.(Christian)

Simich-Dugeon, C (1986), Parent Involvement and the Education of Limited-English- Proficient Students. ERIC Clearinghouse on Languages and Linguistics Washington DC Retrieved February 2, 2009 from:[] The article focuses on parent involvement in the education of high school students, on the other hand, requires that the parent become co-learner, facilitator and collaborator, a means of support as the high school-age student develops independence and explores future educational options. (Christian)

Soto, L (1993) Native Language for School Success: Bilingual Research Journal, 17:1&2, Lehigh University. Retrieved February 2, 2009 from: [] The article provides insights regarding family provisions for home (native) language use as it relates to the schools perception of young children’s school achievement. These findings lend support for native language instruction (at home and at school) as an avenue for strengthening the academic school achievement of young children. (Christian) Waterman, R. & Harry, B. (2008). “Building collaboration between schools and parents of English language learners: Transcending barriers, creating Opportunities.” NCCREST. Retrieved on February 15, 2009 from; [] This article discussed b arriers of parental-school collaboration for parents of ELL students pertaining to language, school staffs’ lack of familiarity with culturally and linguistically diverse families, and parents’ unfamiliarity with U.S. schools. After the barriers were addressed, the authors offered concrete suggestions to guide school staff on how to transcend school staff and immigrant parents to better understand and be equipped to address these barriers and increase parent-school staff collaboration and support. (BU)